Resources Smyth, John. Down, Barry and McInerney, Peter. 2008. ‘Hanging in with Kids’ in tough times: Engagement in Contexts of Educational Disadvantage in the Relational School. Ballarat, School of Education University of Ballarat. References:
Anderson.A.R. & Christenson, S.L. & Sinclair, M.F. & Lehr, C.A. (2004). Check and Connect: The importance of relationships for promoting engagement with school.
Journal of School Psychology, V 42. pp 95-113. Pergamon, University of Minesota. USA.
Bullis, M. & Yovanoff, P. (2002). Those Who Do Not Return: Correlates of the Work and School Engagement of Formerly Incarcerated Youth Who Remain in the
Community. Journal of Emotional and Behavioral Disorders. 10; 66. Sage Publicationa. Thousand Oaks.
Brinkworth, R. & McCann, B & Matthews, C. & Nordstrom, K. (2009). First year expectations and experiences: student and teacher expectations. High Educ. 58: 157-173. Published Online.
Decker, D.M. & Dora, D.P. & Christenson, S.L. (2006). Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 2007. V 45 pp 83-109. Elsevier, USA.
Hayes, D & Chodkiewicz, A. (2006) 'School of Community Links: Supporting Learning in the middle years'. Papers in Education, 21: 1, 3-18 Griffith University, Australia.
Larson, R.W. & Walker, K.C. (2006). Learning About the 'Real World' in an Urban Arts Youth Program. Journal of Adolescent Research. V21 N 3. Sage Publications.
Thousand Oaks.
Tobolowsky, B.F. (2008). Sophomores in Transition: The Forgotten Year. New Directions for Higher Education. N 144. pp 59-67. Wiley Periodicals, Inc. USA.
Wingate, U. (2007) A Framework for Transition: Supporting 'Learning to Learn' in Higher Education. Higher Education Quarterly, V 61, N 3 pp 391-405. Blackwell Publishing Ltd. Oxford, United Kingdom.
Smyth, John. Down, Barry and McInerney, Peter. 2008. ‘Hanging in with Kids’ in tough times:
Engagement in Contexts of Educational Disadvantage in the Relational School. Ballarat, School of Education University of Ballarat.
References:
Anderson.A.R. & Christenson, S.L. & Sinclair, M.F. & Lehr, C.A. (2004). Check and Connect: The importance of relationships for promoting engagement with school.
Journal of School Psychology, V 42. pp 95-113. Pergamon, University of Minesota. USA.
Bullis, M. & Yovanoff, P. (2002). Those Who Do Not Return: Correlates of the Work and School Engagement of Formerly Incarcerated Youth Who Remain in the
Community. Journal of Emotional and Behavioral Disorders. 10; 66. Sage Publicationa. Thousand Oaks.
Brinkworth, R. & McCann, B & Matthews, C. & Nordstrom, K. (2009). First year expectations and experiences: student and teacher expectations. High Educ. 58: 157-173. Published Online.
Decker, D.M. & Dora, D.P. & Christenson, S.L. (2006). Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 2007. V 45 pp 83-109. Elsevier, USA.
Hayes, D & Chodkiewicz, A. (2006) 'School of Community Links: Supporting Learning in the middle years'. Papers in Education, 21: 1, 3-18 Griffith University, Australia.
Larson, R.W. & Walker, K.C. (2006). Learning About the 'Real World' in an Urban Arts Youth Program. Journal of Adolescent Research. V21 N 3. Sage Publications.
Thousand Oaks.
Tobolowsky, B.F. (2008). Sophomores in Transition: The Forgotten Year. New Directions for Higher Education. N 144. pp 59-67. Wiley Periodicals, Inc. USA.
Wingate, U. (2007) A Framework for Transition: Supporting 'Learning to Learn' in Higher Education. Higher Education Quarterly, V 61, N 3 pp 391-405. Blackwell Publishing Ltd. Oxford, United Kingdom.